Theme: What do myths, legends, and tales reveal about world cultures?
Essential Questions:
How does using standard English improve my ability to communicate with others?
How can determine the meaning of unknown words by using context or choosing appropriate dictionary definitions?
What does effective narrative writing look like?
Focus Standards
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative meanings.
W.6.7 Conduct short research projects to answer a question, drawing on several sources.
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
L.6.5b Use the relationship between particular words to better understand each of the words.
L.6.6 Gather vocabulary knowledge when considering a word or phrase important to comprehension.
Ongoing Standards
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
SL.6.1 Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.1a Come to discussions prepared by having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Objectives
TLW determine the characteristics of a tall tale.
TLW determine or clarify the meaning of unknown and multiple-meaning words and phrases.
TLW participate in meaningful discussion using group norms and standard English.
TLW will read closely passages to identify details, to determine stylistic elements, and to infer cultural values.
TLW continue to compose a narrative exhibiting a form’s (myth, legend, tall tale, and pourquoi tale) essential characteristics.
Assessment Product
Students will identify examples of hyperbole in the highlighted passage in “Uncle Septimus’s Beard”
(HMU6, page 741) and create hyperboles of their own about someone they know.
Students will create a tall tale and a poster based on a real person whom they know.
Students will identify examples of figurative language (similes, metaphors, etc.) in the highlighted passage in “Uncle Septimus’s Beard” (HMU6, p. 743)
Key Questions
Why were tall tales created?
What is the difference between a tall tale and a myth?
Observable Student Behaviors (Performance)
Students will share their tall tales and posters in small group settings.
Students will participate in group discussions and respond to questions/open response items using evidence from the text and personal experience.
Students will work cooperatively in groups.
Students will complete all assigned charts, lists, and graphic organizers.
Vocabulary
ELA
Foreshadowing
Hyperbole
Tall tale
Turning point (climax)
Suggested Activities [see Legend to highlight MCO and HYS]
Read “Uncle Septimus’s Beard” (HMU6, pages 736-745). Reprint the following highlighted passages from the story and have students complete these activities:
Page 741 – mark the examples of hyperbole found in this passage
Page 743 – Use different colored highlighters to note the examples of figurative language (i.e., yellow for similes, blue for metaphors, etc.)
Students will create examples of hyperbole similar to those found in the passage on page 741.
Students will create their own tall tales based on someone they know.
Students will create a poster depicting the characters in their own tall tales.
Students will continue to work in groups on their original myth.
Homework
Students will read nightly in their self-selected books and complete weekly reading logs.
Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In) Resources
Professional Texts
Literary Texts
Favorite Folktales from Around the World (Jane Yolen)
American Tall Tales (Mary Pope Osborne and Michael McCurdy)
Grade: 6 Unit: 2 Week: 4 Content:ELA Dates: 10/22-10/26
Theme: What do myths, legends, and tales reveal about world cultures?
Essential Questions:
Focus Standards
Ongoing Standards
Objectives
Assessment
Product
Key Questions
Observable Student Behaviors (Performance)
Vocabulary
Hyperbole
Tall tale
Turning point (climax)
Suggested Activities [see Legend to highlight MCO and HYS]
Homework
Students will read nightly in their self-selected books and complete weekly reading logs.
Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In)
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Games
Videos
Smartboard Lessons, Promethean Lessons
- Reviewing Sequence of Events:
http://exchange.smarttech.com/details.html?id=cdaf6eb1-54c0-4c30-b16a-e7a1d6e6d96bOther Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
6 Matrix
6 PAP Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6